G LOBALIZATION 101.
ORG
Unit: Languages in a “Globalized” World
Introduction
In this lesson plan students will examine the role of languages in preserving and shaping cultures. Students will learn how government policy and migration influences culture and languages. Students will compare and contrast policies of language preservation at the state and national level in the United States. Students will also learn about language preservation policies for selected countries.
Your State Standard Unit Objectives

Analyze the significance of human activity in shaping places and regions by their cultural characteristics.

Identify effects of cultural globalization.

Read, interpret, discuss and write about cultural similarities and differences in specific social interactions

Read, discuss, write and make a presentation about a culture’s traditions, customs and lifestyle that represent it’s perspectives, beliefs and assumptions

Understand the role of languages in preserving culture
Materials

Definition of Globalization http://www.globalization101.org/What_is_Globalization.html

Culture and Globalization Preface http://www.globalization101.org/issue/culture/
 “Protecting Languages” http://www.globalization101.org/index.php?file=issue&pass1=subs&id=139

Cultural Effects of Migration: http://www.globalization101.org/index.php?file=issue&pass1=subs&id=178

Internet
 local and national newspapers
Additional Materials for Language Teachers

Classroom language textbook (Spanish, French, etc.),
NOTE: While any level language could do this lesson, it would probably be better implemented at level 2 or higher as these students may have a better grasp of world

events, geography, foreign governments and cultures, etc. Also, at a level 4 or AP/5, discussions or final reflective writings could be done in the target language .
Time required: 2-4 class periods
Procedure
Pre-class readings
Before class, assign the readings: Definition of Globalization http://www.globalization101.org/What_is_Globalization.html
, Culture and Globalization
Preface http://www.globalization101.org/issue/culture/ and “Protecting Languages” http://www.globalization101.org/index.php?file=issue&pass1=subs&id=139 .
Introductory Discussion: Globalization
1.
On the board, write “Capitalism is a process of "creative destruction." Discuss how this statement can be reflected in the way people react to globalization.
2.
Explore how this statement relates to culture and language. Lead the conversation to a discussion of other languages spoken in the U.S., ultimately leading to the topic of English preservation in the U.S and why it is so controversial.
Alternative for language teachers :
On the board, write, “Why should I study this language, anyway.” This is a quick point of departure to lead into a discussion on how language, culture and globalization are connected. (A classic discussion would be: “Why should I study Spanish, anyway?”
“Well, because maybe you will want to speak to the waiter in the local Mexican restaurant” “Yeah, but if he’s in America, he should speak English!”) Lead the discussion so that multiple views and perspectives of language preservation are represented.
Activity 1
1.
Share a current local news article on English as an official language. Local articles can easily be found on Google News. This should be a springboard to have students investigate American motives for protecting English
(which in turn leads to research and discovery of how other societies share similar concerns about their own language).
2.
Through library or internet resources, have students research other state and national discussions on the growth or influence of languages other than English in the U.S., or the topic of English as the official language.
The research may be done individually or in small groups; it may be divided into the categories of local, state and national debate. The following is a sampling of appropriate links:
This shows statistics for the USA on language spoken at home: http://www.census.gov/compendia/statab/tables/06s0047.xls

This shows that, in California, the Spanish-speaking student population will soon become the majority. http://www.contracostatimes.com/mld/cctimes/living/education/151109
71.htm
This is an article about the future of Spanish in the USA: http://ourworld.compuserve.com/homepages/JWCRAWFORD/Castro1.
htm
This is an article about US government “language policy”: http://ourworld.compuserve.com/homepages/JWCRAWFORD/langpol.
htm
3.
Have students make an informal presentation on their findings and discuss with students the implications: a.
Is it really necessary to have an official language? Benefits? Negative aspects? b.
How much effect will such laws have locally? Nationally? c.
What values does the debate reflect or reveal about Americans? What does it say about our culture or how does culture figure into the debate? d.
How might American society be perceived by other countries if English becomes “official”? e.
Etc.
Activity 2
1.
Ask students if other countries have similar concerns, laws, etc. (Typical answer might be to cite Canada’s bilingual French/English culture). Have the students read Cultural Effects of Migration: http://www.globalization101.org/index.php?file=issue&pass1=subs&id=178
2.
Break students into pairs or groups to further research the countries of your choice. (Language teachers can have students do research in target language and focusing on country (s) where that language is spoken.) Have groups concentrate on any or all of the following areas: a.
Source(s) of the foreign language influences b.
Effects on trade/business c.
Effects on/by immigrants d.
Influences of language on culture or culture reflected through language
3.
Have students report on their findings in a short, two-three page report. Students should include a bibliography of articles, links and websites.

4.
As a class, or in small groups (jigsaw?), have students compare/contrast their specific findings with the situation in the United States. Record comparisons/contrasts for the class to see.
Assessment
Discussion or reflective writings (in English or in the target language) to follow: a.
How important is language to any culture? Explain. b.
With the explosion of the internet and global trade and exchange of pop culture, what is the fate of world languages? Give some specific details of your predictions. c.
What, if anything, should be done in the future to protect languages?
Why? d.
In the age of globalization, why might studying another language be important/not important? (What have you learned about language and culture that would affect your answer?). Defend your position.
Note: This lesson was created by Catherine Glaser, Clair Cranville and Leslie Harvey at the World Affairs Council of Pittsburgh Summer Institute on July 5 th
, 2006.